GERO exam 2 vocab - Outline PDF

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Additional Vocabulary Chapter 5-8 - Competence: the theoretical upper limit of a person’s capacity to function - Environmental press: notion that environments can be classified on the basis of the varying demands they place on the person - Adaptation level: where behavior and affect are normal - Preventive and corrective proactivity (PCP) model: explains how life stressors and lack of good congruence in person-environment interactions result in poor life outcomes o Preventive adaptations- actions that avoid stressors and increase or build social resources o Corrective adaptations- actions taken in response to stressors and can be facilitated by internal or external resources - Stress and coping framework: evaluating one’s situation and surroundings for potential threat value (harmful, beneficial, irrelevant) - Nursing home alternatives o The Eden alternative- starts from the premise that skilled care environments are habitats for people rather than facilities for the frail o Green house project- radical departure from the idea of large residential facilities, encouraging resident to participate in their care through helping with daily tasks o The pioneer network- (similar to Eden alternative) older persons are valuable to society and all people are treated with dignity - Information processing model: uses a computer metaphor to explain how people process stimuli o Assumes  People are active participants in process  Both quantitative and qualitative aspects of performance can be examined  Information is processed through a series of hypothetical stages or stores - Functional perspective: attention is composed of separate dimensions serving different functions - Implicit memory (procedural memory): retrieval of information without conscious or intentional recollection - Explicit memory (declarative memory): intentional and conscious remembering of information that is learned at a specific point in time - Perspective memory: remembering to perform a planned action in the future - Autobiographical memory: involves remembering information and events from our own lives (form of episodic memory) - Flashbulb memory: vivid memories of very personal or emotional events (often inaccurate) o Events experiences between 10-30 years of age are reported more often o Seen around immigration!!! - Source memory: the ability to remember the source of a familiar event and the ability to determine if an event was imagined or actually experienced o DRYAD (density or representation yields age-related deficits): older adults have less valid representations of events - False memory: when one remembers items or events that didn’t occur o Older adults are more susceptible - Remembering: recollection based (‘reliving’ the memory) o Declines with age - Knowing: familiarity based (similar to semantic memory) o Spared with age - Metamemory: knowledge about how memory works and what we believe is true about it o Older adults  Seem to know less about how memory works  View memory as less stable  Expect that memory will deteriorate  Perceive they have less control over memory

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Memory monitoring: awareness of what we are doing with our memory right now Temporary global amnesia (TGA): people temporarily experience a complete loss of memory and are disoriented in time (unknown cause) Intelligence: an individual’s ability to understand complex ideas, to adapt effectively to the environment, to learn from experience, to engage in various forms of reasoning, and to overcome obstacles through mental effort 4 concepts of theories of intelligence o multidimensional- many domains o multidirectionality- different patterns for different abilities o plasticity- range of ability modification o inter-individual variability- adults differ in direction of intellectual development IQ = mental age / chronological age * 100 Dual component model of intellectual functioning o Mechanics of intelligence (crystallized intelligence)- neurophysiological architecture o Pragmatics of intelligence (fluid intelligence)- acquired bodies of knowledge embedded in culture Psychometric approach to intelligence: measuring intelligence as a score on a standardized test Cognitive-structural approach to intelligence: ways in which people conceptualize and solve problems emphasizing developmental changes in models and styles of thinking Structure of intelligence: the organization of interrelated intellectual abilities o Lowest level- word fluency o Second level- tests o Third level- primary mental abilities o Fourth level- secondary mental abilities o Highest level- general intelligence Primary mental abilities: hypothetical constructs into which related skills are organized Secondary mental abilities: related groups of primary mental abilities P-FIT model: accounts for many individual differences in intelligence Moderators of intellectual change o Cohort differences- comparing longitudinal studies with cross-sectional show little or no decline in intellectual performance with age o Information processing- perceptual speed may account for age-related decline o Social and life style variables- differences in cognitive skills needed in different occupations make a difference in intellectual development o Personality- high levels of fluid abilities and high sense of internal control lead to positive changes in people’s perception of their abilities o Health- connection between disease and intelligence has been established in general Project ACTIVE: ability-specific training does improve primary abilities Postformal thought: characterized by recognition that (1) truth may vary from situation to situation (2) solutions must be realistic to be reasonable (3) ambiguity and contradiction are the rule and (4) emotion and subjective factors usually play a role in thinking Reflective judgement: way adults reason through dilemmas o Occurs in stages Absolutist thinking: firmly believing there is only one correct solutions o Adolescents and young adults Relativistic thinking: the right answer depends on the circumstance Dialectical thinking: see the merits in various viewpoints but synthesize them into a workable situation Denny’s model of unexercised and optimally exercised abilities o Unexercised ability- the ability a normal, healthy adult would exhibit without practice or training (fluid intelligence)

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o Optimally exercised ability- the ability a normal, healthy adult would demonstrate under the best conditions of training or practice (crystallized intelligence) Observed tasks of daily living (OTDL) o Direct influencers- age, fluid intelligence, crystallized intelligence o Indirect influencers- perceptual speed, memory, several aspects of health Social cognition: how we store, process, and apply information about other people and social situations Age-based double standard: operates when people judge older adults’ failures in memory Impression formation: the way we form and revise first impressions about others o Older adults use less detailed information when making initial impressions Negative bias: when people allow their initial negative impressions to stand despite subsequent positive information (older people are more prone to this bias) Social knowledge: when we are faced with new situations, we draw on our precious experiences stored in memory Source judgement: trying to determine the source of a particular piece of information Attributional biases o Casual attributions- explanations people construct to explain their behavior o Dispositional attributions- behavioral attributions that reside within the person o Situational attributions- behavioral explanations that reside outside the person o Correspondence bias- relying on dispositional information and ignoring situational information Personal goals: play a major role in creating direction in our lives Selective optimization with compensation (SOC): growing older causes shift in priorities (re-evaluating interests) o Goal selection may be perceived differently by older adults Positive effect: older adults avoid negative information and focus more on positive information when making decisions and judgments, and when remembering events Socioemotional selective theory: humans are uniquely able to monitor time, including lifetime, and do so at both conscious and subconscious levels Cognitive style: how we approach solving problems Personal control: degree to which one believes that one’s performance in a situation depends on something that one personally does Brandstadter’s 3 interdependent processes o Assimilative activities- used when one must prevent losses important to self-esteem o Accommodations- involve readjusting one’s goals and aspirations o Immunizing mechanisms- after the effects of self-discrepant information Primary control: helps change the environment to match one’s goals o Bringing the environment into line with one’s desires and goals Secondary control: reappraises the environment in light of one’s decline in functioning o The individual turns inward toward the self and assesses the situation Collaborative cognition: when two or more people work together to solve a problem o Helps facilitate memory in older adults Transactive memory: complimentary strategies develop over time (ex. Older married couples) Social context: serve a facilitative function in older adults’ memory performance...